Module2MyfamiIyUnit1Isthisyourmum?【知識目標】Key,father,grandfather,grandmother,grandparent,mother,parent,sister,son,uncle,these,they,mum,dad,who,woman,husband,th

Keyphrases:infrontof,ontheleft,ontheright,nexttoKeysentences:(1)Whatabigfamily!(2)Aretheseyourgrandparents?(3)Thewomannexttoherismydad'ssister,myauntLiz.【能力目標】能夠聽懂有關家庭介紹的簡短對話,辨認對話中的人物關系;能用指示代詞來介紹自己的家庭及詢問他人的家庭情況

【情感目標】培養對家庭的熱愛和對家庭成員的關心重點:掌握本單元的重點詞匯、短語、句型和語法難點:訓練學生的聽說能力教學過程?Step1LeadinginLookatthepictureandtalkaboutTony'sfamily.Askstudentstopointtothepeopleandmakesentences.SI:ThisisTony's...S2:TheseareTony's...???Listenandcheck(V)inActivity1thepeopleTonymentions.時直觀的圖片觀察和所提供的目標詞匯,讓學生充分熟悉本單元的重點詞匯，為后面的活動作準備;聽力活動可以檢查學生識別聽力i?Step2ListeningClosethebookandlistencarefully:.聽第一遍錄音完成下面問題(1)HowmanypeoplearethereinTony'sfamily?(2)WheresTony'smother?.聽第二遍錄音完成下面問題Choosethecorrectanswers.(1)LindaisTony'ssister/cousin.(2)LizisTony'smother/aunt.(3)PaulisTony'sdad/uncle.(4)MikeisTony'scousin/brother.教學過程.聽第三遍錄音完成句子(1)Tony?sdad'sparentsareonthe.(2)ThewomannexttoLingling,smotherisTony's(3)TheboyinthefrontofPaulisPaul,s.設計意圖訓練學生從聽力^料中獲取細節信息的能力,把對話中的主要信息設計成閱讀任務,鍛煉了學生的聽力，促進了學生聽力水平的提高。?Step3ReadingandsayingReadthedialogueandactoutthedialogue(workinpairs).Remembersomeimportantsentences.(1)Whatabigfamily!(2)Aretheseyourgrandparents?(3)Thewomannexttoherismydad'ssister,myauntLiz.Workingroups.Showyourfamilyphototootherstudents.Askandanswerquestionsaboutyour

family.SI:Isthisyourdad?S2:No,itisn,t.That,smyuncle.SI:Aretheseyourgrandparents?S2:Yes,theyare./No,theyaren?t.設計意圖是掌握重點短語;一是掌握含有才旨不代詞的句型并學會運用指示代詞;二是通過用對話的方式，鞏固課堂知識。?Step4BlackboarddesignUnit1Isthisyourmum?(1)Whatabigfamily!(2)Aretheseyourgrandparents?(3)Thewomannexttoherismydad'ssister,myauntLiz.?Step5PracticeI.用所給詞的適當形式填空Jim,sfamily(be)verybig.Three(woman)areontherightoftheroad.Mr.Smarthastwo(son).一Aretheseyour(daughter)?—Yes,theyare.TheyareAlan,s(cousin),BillandTom.H.完成句子.——那是你的妹妹嗎？——不是的。—Isyoursister?—No,it.教學過程.他的家庭多么大啊！Whathehas!.——這是你的祖父母嗎？——是的，他們是。

一Are?

一Yes,theyare.

4.這是一張埃米家的全家福。ThisisAmy，sfamily.5.緊挨著我的那位婦女是我的姑姑。Thewomanmeismy.III.單項選擇()1.Thosearemy.A.parentB.brotherC.sistersD.son()2.OurfamilyChinese.A.isB.amC.areD.have()3.一Arethoseyoursons?—Yes,.A.sheisB.heisC.thoseareD.theyare()4.—Hello,ismysister,Betty.一Hi,Betty.Nicetomeetyou.A.thisB.theyC.itD.he()5.Myfatherisinfrontme.A.ofB.onC.inD.at答案:I.1.is2.women3.sons4.daughters5.cousins1.that;isn?t2.abigfamily3.theseyourgrandparents4.afamilyphotoof5.nextto;aunt1—5CCDAA?Step6HomeworkRememberallthenewwordsandexpressionswe'velearnedtoday.2.PreviewUnit2.教學反思

課題Unit2Thesearemyparents.教學目標【知識目標】Keywords:bus,station,hospital,driver,manager,nurse,policeman,we,an,job,at,hotel,police,theatre,actor,sameKeyphrases:busstation,policestation,busdriver,hotelmanagerKeysentences:(l)ThisisTony'sfather.(2)TheseareBetty'sparents.⑶She'sanEnglishteacherataschool.(4)What?syourmother，sjob?(5)Myfather'sjobisatapolicestation.Heisapoliceman.【能力目標】能夠讀懂并書寫介紹人物職業和工作地點的簡短文章【情感目標】促使學生了解各自的家庭成員，促進家庭和睦,提高用英語交流的能力教學重難點重點:掌握本單元的重點詞匯、短語、句型和語法難點:訓練學生的閱讀分析能力和解決問題的能力教學過程?Step1Leadingin.Labletheplacesinthepictureswiththewordsandexpressionsfromthebox.T:Askthestudentstomatchtheplacesandpicturesindividually,andthencheckwithapartner.Ss：??..LabelthepeopleinActivity1withthewordsandexpressionfromthebox.T:Askthestudentstomatchthepeopleandpicturesindividually,andthencheckwithapartner.Ss:...設計意圖通過讓學生把單詞和圖片匹配,幫助學生認識表示場所的單詞,幫助他們在頭腦中建立兩者的聯系,減少漢語的干擾;通過對職業的介紹,幫助學生構建一個認知領域,建立工作場所與職業之間的聯系,為下一步語篇學習作好準備。老師通過問題導入新課。?Step2閱讀任務一FastreadingReadthepassageandanswerthequestion.(1)Whosefatheristhemanagerofatheatre?(2)WhatdoesTony'smotherdo?(3)Whosemotherisanurse?Ss:...設計意圖培養學生在快速閱讀中獲取關鍵信息的能力。教學過程?Step3閱讀任務二CarefullyreadingReadthepassageandwritethelettersofthepicturesinActivity1.(l)TheseareBetty'sparents.(2)TheseareLingling'smotherandDarning'smother.(3)ThisisTony'sfather.(4)ThisisTony'smother.(5)ThisisDarning,sfather.(6)ThisisLingling'sfather.Ss:Lookthroughthequestionsandreadthetextcarefully.Thenchecktheiranswersinpairs.設計意圖通過閱讀和練習，使學生對文章內容有了更深一步的認識和理解。?Step4閱讀任務三Segmented(分段)readingReadthepassageandtranslatethesesentencesintoChineseandrememberthem.Learnhowtouse

“this,that,these,those”.(l)ThisisTony'sfather.

(2)TheseareBetty'sparents.(3)She,sanEnglishteacherataschool.(4)What'syourmothersjob?(5)Myfather'sjobisatapolicestation.Heisapoliceman.設計意鞏固課堂知識,掌握關鍵句的理解，使學生知道如何運用指示代詞，同時提高了學生的閱讀分設計意圖析能力。?Step5BlackboarddesignUnit2Thesearemyparents.

(l)ThisisTony'sfather.(2)TheseareBetty'sparents.⑶She'sanEnglishteacherataschool.⑷What'syourmother"sjob?(5)Myfather,sjobisatapolicestation.Heisapoliceman.

?Step6PracticeI.根據句意及漢語提示完成單詞Jackisthe(經理)ofahotel.Theyarebus(司機).BettyandLucyareinthe(相同的)school.Sheworksinthe(醫院).Sheisanactoratthe(居U院).教學過程II.用所給詞的適當形式填空(this)areLucy,sparents.Thisisaphotoof(Lily)family.Therearemany(woman)intheroom.Isyourunclea(work)?What?syour